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OPYRIGIIT, 

I9°5» 

BY 

Uenn  Pitman. 

Krehbiel 

in 

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s    - 

Cincinnati, 

•OHto.WS.A. 

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LAA/^AA.AAA^/.A/^A/AA^  ^u»-^v<»  S*i  — 


*™*nr  i"      i    ',     ■ 


Co 

€H.C.3}arrts,  Csqr. 

Commissioner  of  Ebucation,  U.  5.H. 
whose  intelligent  bevotion 

anb  practical  abmintstratfon 
have  been  an  ever-present  stimulus 
to  the  Granb  Hrmv.  of  Hmerican  teachers, 
in  securing  the  most  efficient  metbobs 
of  Ebucational  draining 
for  the  nineteen  million  cbilbren 
who  attcnb  the  public  Schools, 
Gbis  plea, 
for  the  removal  of  a  grave  obstruction 
to  ebucational  progress, 
is  respectfully  bebicateb, 
bv_  one 
whose  sirt\>-nine  vcars  of  practical  erperiment 
anb  active  propaganbism , 
have  onlv.  beepencb  his  conviction 
of  the  great  abvantages, 
Ebucational ,  fTDoral,  political  anb  Economic 
that  woulb  attcnb  the  adoption 

of  a  simple  anb  scientific  representation 
of  the  "national  language. 


•  - 


1      \       - 


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£31 


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X^Sr^-vf 


45226? 


mm^ 


-l=^fe,:4r^^ 


A  pra  for 
Aipbabrttr  IRrfurnt 


So  profound  is  the  ignorance  that  generally 
prevails,   respecting  our  language,—  spoken, 
written"  and   printed,— its   nature,   its   benef- 
icent uses,  its   vast  capabilities  and  ultimate 
destiny,  and  more  especially  as  to  the  defects 
of  its  present  representation,    that  no  wonder 
many  otherwise   intelligent   people   question 
the  prudence  and  good  sense  of  Mr.   Andrew 
Carnegie,   in  giving  one    hundred    thousand 
dollars   in   furtherance  of  an  investigation  of 
the  matter,  with  a  view  to  a  Reform  of  exist- 
ing methods.    Those  who   have  given   most 
attention   to   this    question    know    that   it  is 
one  which  vitally  concerns  the  nineteen  mill- 
ion children   and  youth    who  are  to  day  re- 
ceiving instruction  in  our  public,   parochial, 
and   private  schools:    that  it  is  a  question  of 
"education  or  no  education"  for  tens  of  thou- 
sands of  our    American  youth;    that  it  is  a 
question  of  savingror  wasting,  at    least    two 
years  in  the  educational  life  of  every  English 
speaking  child;  that  it  is  a  question  on  which 
mainly  rests  the  Americanizing  of  the  tens 
of  thousands  of  foreigners    who  are    yearly 
landing  on   our  shores;  that  it  is  a  question 
of  the  privilege  of  possessing  the  finest  lan- 
guage of  any  European   tongue,  and  the  dis- 
grace of  tolerating  the  very  worst  spelling; 
that  it  is  a  matter  which  will  help  if  adopted, 
and  hinder  if  rejected,  in  the   progress  of  the 
four  hundred  millions  of  Chinese  and  Japan- 


G0K.  Xks  .pOrifci 


HOP* 


A,,; 


Cbc  Enc^clopacbia  JBritanntca  cites  as  tbe  1 
:tum  of  philologists,  that  a  true  alphabet  of  |/ 
inguage.  must  contain  TLcttcrs.  corrcsponb-f 
to  tbe  number  of  its  elementary  Sounbs.tl 


,'v^r" 


ese,  whose  advancement  to  day  is  handicapt 
by  their  semi-barbarous  ideographic  method 
of  writing  and  printing;  that  it  is  a  matter  of 
vital  importance  in  all  missionary  efforts,  to 
advance  those  who  are  still  in  the  rear  in  hu- 
man development;  that  it  is  a  question  invol- 
ving the  suppression  or  development  of  the 
reasoning  and  moral  faculties  of  every  child 
who  is  taught  to  read,  in  that  instead  of  find- 
ing letters  and  words  subject  to  law  and 
order,  the  child's  reason  and  sense  of  right 
have  to  give  place  to  the  dictum  of  the  teach- 
er, whose  instructions  of  to-day  are  contra- 
dictions of  what  he  taught  yesterday,  to  be 
again  contradicted  by  the  instructions  of  to- 
morrow; that  it  is  a  question  involving  the 
ultimate  riddance  of  an  anomaly  the  exist- 
ence of  which  often  subjects  even  men  of  cul- 
ture to  humiliation,  because  they  can  not  re- 
member the  way  in  which  a  word  is  spelled, 
not  having  the  time  or  inclination  to  master 
all  of  the  two  hundred  and  fifty  thousand 
orthographic  variants,  which  an  eminent  au- 
thority declares  to  be  the  result  of  ignorance 
or  chance;  and  finally,  it  is  a  question  whose 
solution  offers  the  sole  remedy  for  diminish- 
ing dialects,  false  pronunciations  and  sloven- 
ly enunciation  of  our  language,  and  bringing 
about  a  more  correct,  better-modulated  and 
more  pleasing  utterance  of  our  native  tongue. 
Mr.  Carnegie's  convictions  on  this  subject, 


T^S^gg^ygj.  g^^5^s^-«  ;K«L  ?2frf 


ttbe  printcb  page  can  onls  be  safb  to  be 
I  perfect,  wben  tbe  signs  tbat  meet  tbe  e\>e,  cor-  j 
responb  to  tbe  sounbs  tbat  appeal  to  tbe  ear,i 


"  ■  y  yy-  >yyyy 


''yy 


ay 


and  the  generous  action  he  has  taken,  will 
tend  to  bring  the  subject  of  alphabetic  reform 
more  prominently  before  the  thinking  por- 
tion of  the  American  people,  and  help  them 
to  realize  the  beneficial  and  far-reaching  ad- 
vantages, individual  and  national,  that  would 
result  from  a  simple  and  scientific  method  of 
representing  speech;-a  consummation  most 
earnestly  desired  by  the  teachers  of  the  land, 
and  as  earnestly  hoped  for,  by  the  wise  and 
practical  Franklin,  whose  convictions  of  the 
desirability  and  necessity  of  an  alphabetic  re- 
form were  summed  up  in  the  positive  assur- 
ance that,  sooner  or  later,  "it  must"be  brought 
about. 

The  use  of  letters  is  to  represent  the  sounds 
of  speech,  just  as  figures  are  employed  to  re- 
present numerical  values.    People  realize  the 
necessity  of  assigning  to  figures  a  fixed  and 
definite  value;  that  each  figure  must  repre- 
sent one  and  always  the    same  value,  and  if 
it  were  proposed,  say,  for  the  sake  of  saving 
its  cost,  to  dispense  with  the  figure  8,  and  to 
represent  the  value  of  that  numeral  by  other 
figures,  such  as  1-7,  2-6,  3-5,4-4,  7-1,  6-2,  or  5-3, 
and  that  some  special  one  of  these  combina- 
tions should  be  employed,  according  as  it  pre- 
ceded, or  followed,  certain  other  figures,  the 
proposition  would,  seemingly,  be  so  absurd 
as  to  be  undeserving  of  a  moments  thought. 
Yet  this  is  exactly  what  we  do  with  letters! 


:-----■--. — "^1 


I 


-^ttCa.:: 


S?S9S 


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n 


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& 


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4511 


'iff* 


ceacbcrs  contcnlTtbatTbe  employment  ofl?1 
|  consistent  pbonctic  alphabet  woulb  save  fuU\> 
|  two  \>ears  in  tbe  eoucational  career  of  ever\> 
|  English- speaking  cbilb . 


We  teach  a  child  that  a  certain  letter,  o,  has 
the  sound  of  owe,  but  when  the  child  begins 
to  read  or  spell  words  containing  that  sound, 
it  finds  that  instead  of  uniformly  spelling  the 
sound  owe  with  the  letter  o,  it  has  to  use  oe 
if  the  word  is  doe;  ow,  if  the  word  is  low;  oa, 
if  the  word  is  boat;  ow,  for  know;  but  wo,  for 
sword;  ough,  for  though;  eau,  for  beau;  oo, 
for  brooch;  ew,  for  sew;  but  ewe,  for  sewed; 
ol,  for  yolk;   owa,  for  towards;  ot,  for  depot; 
og,  for  oglio;   or  o-e,  as  in  bone;  or  oah,  as  in 
Pharoah!  and  as  the  child  proceeds  with  its 
studies,  it  will  find  that  modern  custom  has 
other  odd  and  strange  ways  of  representing 
this  sound,  as  in  Soane,  Bordeaux,  Know.les, 
Cockburn!    If  it  were  not  a  "fashion"  to  spell 
words  in  this  way,  it  would  seem  incredible 
that  such  unreasoning  confusion  could  be  al- 
lowed to  perplex  and  hinder  children,  in  their 
very  first  efforts  to'learn  things!'    The  puzzle 
begins  with  the  first  letter  of  the  alphabet;  its 
sound  is  as  variously  represented  as  o.  and 
every  other  letter  of  the  alphabet  is  subject 
to  some  unexplainable  vagaries.    If  a  child  is 
taught  that  a  stands  for  the  sound  in  mating, 
what  reason  can  be  given  for  expecting  it  to 
spell  and  write  this  sound  with  ai,  in  gain; 
ei,  in  veil;  ey,  in  they;  ea,  in  great;  eigh,in 
weigh;  eighe,  in  weighed;  ay,  in  play;  aye,  in 
played;  ai-e,  in  pained;  aigh,  in  straight;  ao, 
in  gaol;  au,  in  gauging;  au-e,  in  gauged;  a-ue 


mmmm 


Each  letter  of  the  "Roman  alphabet ,  tbeoreP 
(calls,  stanbs  for  one  ano  always  tbe  same  I 
sounb ,  whereas  tbe    26  letters  are  useb ,  in  1 
spelling ,  w(tb_642  oiff£rent^ianificattonsi 

If 


in  plague;  e-e  in  there,  ah,  in  dahlia;  and  aa 
in  Aaron?    Words  like  trait,  when  retaining 
its  French  pronunciation,  and  halfpenny,  if 
allowed  its  English  pronunciation,  give  other 
ways  of  spelling  the  sound  of  a.     Practical 
teachers,  some  time  ago,  made  the  discovery 
that  the  spelling  furnishes  no  key  to  the  pro- 
nunciation of  words;  so  the  child  is  hurried 
to  simple  sentences.    Take  the  following,  for 
an  example.  "Does  Tom  wear  his  new  shoes 
when  he  goes  to  town?"  The  more  thought- 
ful the  child,  the  more  likely  would  it  be  to 
read  what  it  sees  on  the  printed  page,  and  the 
result  would  be,    Does  Tom  wear  his  new 
shuz  when  he  guz  to  town?  When  corrected, 
the  child  might  try  another  solution  of  the 
orthoepic  enigma.      If  told  that  shoes  spells 
shooz.  it  reads,      Dooz  Tom  wear  his  new 
shoes  when  he  gooz  to  town?    But  if  goes  is 
goze,  why  may  not  the  child  insist  on  read- 
ing the  English  of  the  book,  which  would  be. 
Doze  Tom  wear  his  new  shoze  when  he  goes 
to  town? 

To  the  adult,  whose  twenty  or  forty  years' 
experience  may  have  made  an  absurd  custom 
seem  "natural,"  the  child's  unusual  English 
may  seem  simply  ridiculous,  but  there  is  a 
very  sober  side  to  this  question,  and  our  Plea 
will  fail  in  its  grave  intent,  if  the  perplexity 
and  waste  of  time  incidental  to  our  custom- 
ary spelling  are  not  realized  as  a  great  im- 


mMmmMm 


fr:/M 

MitUlMLmm 


iSS« 


V  -. . y»yAy .t^  -• " <* : ?  ^g^f -•*.- ^.  igg^ij 


Each  sounb  of  tbe  language,  theoretically  is 
represented  b?  a  letter  in  tbe  alphabet.   WeJ/ 
bave  40  sounbs  In  tbe  language,  anb  but  2(?1| 
letters  to  represent  tbem.' 


pediment  in  every  child's  early  instruction. 
We  have  a  smile  of  contempt  for  the  Chinese, 
who  can  not  see  the  absurdity  of  a  pig- tail, 
or  the  deformity  of  a  woman's  club-foot,  but 
do  we  not  cling  to  a  mere  "fashion"  in  the 
use  of  letters  that  is  almost  as  absurd.? 

$be  un*Hlpbabetfc  "Representation  of  English. 

Our  language  claims  to  be  alphabetically 
represented.  Things  and  ideas  are  pictured 
to  the  eye  by  means  of  words,  consisting  of 
letters,  that,  professedly,  represent  their  ele- 
mentary sounds.  The  Chinese  still  use  an  I- 
deographic  method  of  writing  and  printing. 
Their  complex  signs  are,  to  a  great  extent, 
abbreviated  outlines  of  ancient  pictures,  and 
each  sign  stands  for  a  thought,  a  thing,  or  a 
name.  Each  sign,  therefore,  has  to  be  separ- 
ately learned,  and  a  new  thought  or  thing, 
added  to  the  language,  necessitates  the  in- 
vention of  a  new  sign  for  its  representation. 
The  superiority  of  the  alphabetic  method  is 
apparent,  in  that  new  words,  new  thoughts, 
inventions  or  names,  may  be  added  to  the 
language  without  increasing  the  complexity 
of  its  representation.  Electricity,  and  its  var- 
ied uses,  are  said  to  have  added  four  thousand 
new  words  to  the  language,  without  adding 
a  single  new  letter  to  the  alphabet. 

It  is  only  in  theory,  however,  that  our  lan- 
guage can  be  said  to  be  Alphabetic,  the  strict 


Zbe  spelling  of  Sbahespcarc's  ba\T  Differed 
|  vvibcl\>  from  ours,  but  IDr.  H.  3.  Ellis  shows 
|  tbat  it  accorbcb  with  tbe  speech  of  tbc  pcriob  1 
nearer  tban  our  spelling  boes  toour  speech 

*'""'^r^   '  JJS'    '   "<  iff 


meaning  of  which  is,  that  each  elementary 
sound  of  speech  is  represented  by  an  appro- 
priate sign,  which  is  never  used  for  any  other 
than  its  own  particular  sound, -in  the  same 
way  that  figures  are  used,  where  a  given  nu- 
meral stands  for  one  and  always  the  same 
number.    But  such  is  the  force  of  habit, that 
the  eye,  accustomed  for  years  to  scan  the  print- 
ed page,    fails  to  realize    how  widely    most 
words  contradict  the  alphabetic    theory.    A 
few  words,  like  so,  no,  me,  mild,  bold,  etc.  are 
alphabetically  represented,  but  there  are  only 
about  one  hundred  such  words  in  the  lan- 
guage; all  the  rest  are  spelled  in  one  way  and 
pronounced  in  another;  while  other  words,  of 
frequent  occurrence,  are  represented  by  letters 
not  one  of  which  is  heard  in  the  spoken  word! 
Words  like  is,  as,  of,  eyes,  they,  shoes,  shew, 
cough,  etc.,  must  seem  uninteresting  puzzles 
to  the  child    when   the  teacher  pronounces 
them!  The  child  thinks  and  the  phonographer 
knows  that  i-s,  spells  ice,  and  a-s,  spells  ace, 
while  e-y-e-s,  spells  something  that  only  the 
necromancer  could  pronounce!    A  word  that 
appeals  to  the  eye.  if  correctly  represented, 
reaches  the  mind  as   directly   as  the   same 
word,  if  spoken,  appeals  to  the  mind  through 
the  ear.  Intelligent  teachers  condemn  meth- 
ods of  instruction  that  encourage  arbitrary 
memorising  on  the  part  of  the  young,  when 
a  rigid  exercise  of  the  reasoning  faculty  ought 


||^^g§^gg|v^glsllgggf|c  g  aj^s^^^^^ 


$ 


*>U 


J 


lAif 


^Cbc  Icarneo  English  philologist,  JSlsbop  tblc-j 
l|vrall,8a^8r®ur  orthography  te  a  mass  of  anom-f 
JJalles,  tbc  result  of  Ignorance  anb  chance:* 


hlllM  ffi  HB.MMiTnTntrr— J^ 


to  be  insisted  on.  But  what  is  the  conscien- 
tious teacher  to  do  with  our  present  lawless 
representation  of  thought,  as  it  appears  on 
the  printed  page?  The  child  under  his  charge 
"musflearn  to  read.  It  is  the  most  element- 
ary, the  most  necessary,  the  most  important 
art  it  will  ever  have  to  acquire.  It  is  the  key 
to  all  knowlege.  The  teacher  •"must"  teach, 
and  the  child  "must"  learn  how  speech  is  pic- 
tured to  the  eye.  The  average  reader  may 
think  the  task  is  an  easy  one.  The  thought- 
ful reader  will  know  that  an  easy  and  truthful 
representation  of  spoken  language  has  never 
yet  been  attained,  though  six  thousand  years 
may  have  been  spent  in  the  effort.  It  is  the 
riddle  of  the  ages,  and  to-dayrthe  unhappy  in- 
structor of  the  young,  has  to  solve  the  pro- 
blem, how  twenty-six  letters  can  be  made 
to  consistently  represent  the  forty  sounds  of 
our  daily  speech!  If  the  teacher  begins  in  or- 
thodox fashion,  teaching  the  alphabet  with 
the  historical  names  of  the  letters,  he  will 
speedily  arrive  at  simple  words.  Now  word- 
building,  with  a  scientific  alphabet,  is  as  easy 
as  speaking.  But  not  so  as  things  are.  The 
teacher  says,  "double-you-e,"  what  does  that 
spell?"  The  child  is  unable  to  answer.  The 
teacher  tries  another  word;  "te-aitch-e-wye," 
"What  does  that  spell?"  The  sounds  that  reach 
the  child's  ear  suggest  no  word,  and  there- 
fore it  is  mute.     The  teacher  tries  another 


* 


A 


Ht  is  possible  to  so  visualise  speech,  bie  un-| 
varying  Xcttcrs,  that  it  shall  be  as  reliable  ano  j 
truthful  as  figures,  that  never var^,  never  lie! 


WMfflMmMIk 


mmwiML 


word,  "aitch-e-double -you;  now  what  does  it 
spell?*' These  "spellings"  are  supposed  to  con- 
vey to  the  child's  ear  the  sounds  of  the  spok- 
en word:  but  they  do  not.  Some  teachers  ac- 
tually think  that  when  they  say,  te-aitch-e- 
wye,  that  this  combination  of  sounds  con- 
veys to  the  child's  ear  the  two  vocal  elements 
that  are  heard  when  we  say  "they."  The  teach- 
er might  be  surprised  to  be  told  that  the  con- 
ventional spelling  of  this  word,  by  naming 
the  letters,  conveys  no  more  information  to 
to  the  child's  ear,  as  to  the  real  sound  of  the 
word,  than  had  he  said  "Timbuctoo,  what 
does  that  spell?"and  then  waited  for  the  ex- 
pected answer!  A  capable  and  honest  teacher 
once  gave  an  explanation  of  the  orthograph- 
ic difficulty,  thus,"We  tell  a  child  that  te-owe 
spells  too,  though  we  know  it  does  not,  and 
we  have  simply  to  humbug  the  child  to  make 
him  believe  it!"  Is  not  this  pitiful  stupidity 
to  which  we  are,  in  a  measure,  compelled  to 
resort,  a  most  ignoble  concession  to  an  anti- 
quated alphabet?  A  child's  first  steps  on  the 
road  to  learning,  one  would  think,  should 
be  tenderly  guarded  from  varying,  misleading 
and  literary-lying  pit-falls. 


H  scientific  use  of  tbc  letters  of  tbe  IRoman 
alphabet  makes  rcaoing  cas\>:  anb  tbc  employ- 
ment of  tbe  familiar  forms,  makes  tbc  transi- 
tion to  tbe  orbfnar?  printco  pace  quite  eas?. 

_^-  .j-r  — — ^ — ■-■-  -  -    ■--  -^ e — -" 


H  Scientific  Blpbabct  bascb  on  tbc  IRoman  Xctters. 

Is  it  not  possible  to  make  Letters  as  truth- 
ful and  reliable  as  Figures?  Is  it  not  possible 
and  entirely  reasonable,  to  say,  that  a  given 
Letter  shall  always  stand  for  a  given  Sound, 
and  that  a  given  sound  shall  always  be  re- 
presented by  one  and  the  same  sign?  This  is 
Alphabetic  Reform,  and  is  all  that  is  needed 
to  remove  one  of  the  most  formidable  hin- 
drances to  human  progress.  To  accomplish 
this  great  work,  we  have,  first,  to  find  what 
are  the  elements  of  our  daily  speech;  then  we 
have  to  find  the  most  suitable  signs  for  their 
uniform  representation.  What  signs  or  let- 
ters, are  best  adapted  to  become  pictures  of 
sounds?  Fortunately,  this  question  has  been 
settled  by  two  thousand  years  of  use,  on  the 
part  of  the  leading  races  on  earth.  For  dis- 
tinctness, symetry  and  beauty,  there  is  no 
alphabet  of  signs  that  can  be  compared  with 
the  Roman  forms.  Only  by  trying  to  invent 
new  letters  on  Romanic  lines,  can  one  rightly 
appreciate  the  difficulty,  the  seeming  impossi- 
bility, of  adding  new  letters  to  the  present  al- 
phabet, that  shall  accord  with  the  distinct 
and  simple  beauty  of  the  Roman  forms.  And 
no  wonder,  when  we  have,  in  every  printing 
office,  ready  for  scientific  use,  to-day,  the  ev- 
olutionary results  of  three  thousand  years  of 


:  ■  -  -rf 
1  ■-  -a! 

J 


(rag? 

*'^,-r  letters 


mm 

?kl'V  sboulo  be*  as  J 


?  as  reliable   Ha 


': 


Hi! 


^ 


«5 


|feanb  trutbfuG$ffi 

§  9    i 

J]#7  as  jfiourcs. 


"V 


If  V 
If 


^^^^S^^^s^^^^sx^^^^x^. 


jfrom  tbe  ver\>  beginning  English  bas  been 
striving  to  make  Us  ortbograpby.  represent  its 
pronunciation  more  anb  more. 


WIMMMmMMlMJM. 


mmm 


mmm 


experiment  and  improvement,  on  the  part  of 
the  cloistered  scribes  and  artists,  who  have, 
bit  by  bit,  in  line,  curve  and  serif,  perfected 
the  crude  forms  which  the  legendary  Cad- 
mus stole  from  the  Egyptians  to  trade  to  the 
early  Greeks. 

The  contemplated  reform  of  English  or- 
thography is,  strictly  speaking,  an  alphabetic 
Restoration,  in  giving  to  each  letter  its  right- 
ful power,  and  observing  the  rule  of  never  in- 
terfering with  the  representative  value  of  a 
single  letter.  This  simple  rule  of  sense  and 
justice,  will  bring  Order  out  of  Chaos,  and 
make  the  acquirement  of  reading  and  spell- 
ing the  simplest  and  easiest,  instead  of  be- 
ing, as  at  present,  one  of  the  most  difficult  of 
human  attainments. 

It  is  quite  possible  to  make  a  scientific  use 
of  the  present  alphabet,  by  giving  to  each  let- 
ter, as  its  uniform  value,  the  sound  for  which 
it  most  commonly  stands,  and  never  using  a 
letter  for  other  than  its  own  particular  sound. 
The  deficiency  of  vowel  representation  in  the 
present  alphabet,  could  be  made  up  by  using 
a  few  well-understood  diacritic  marks,  and 
supplying  suggestive  digraphs  for  the  simple 
vowels  heard  in  alms,  all,  ooze;  sounds  for 
which  the  Roman  alphabet  provides  no  signs. 
A  child  could  readily  be  taught  that  the  letter 
a.  stood  for  the  sound  in  mat,  cat,  matting, 
etc.  ,  and  that  a,  thus  marked,  was  the  sign 


8 


1 


v^X 


5&C 


*>> 


mMtW 


%  ,«..<%  vggjg.'gi^^gjgg.-^.'oi:  ■g^-y.'ggg^'^  £s«?3£e 


"  Xlbe  present  spelling  establishes  a  barrier 
I  against  tbe  most  important  agent  of  clvillsa-l/ 
tton  anb  Cbristiani^ation  of  tbe  vvorloV 
/Hon.  B.  B.  White.  %%.1D: 


for  the  sound  in  mate,  mating,  dating,  etc.  ; 
and  that  o,  stood  for  the  sound  in  not,  cot, 
etc.  ,  while  5,  represented  the  sound  in  post, 
cold,  etc.  The  thousand  and  one  contradic- 
tions of  the  present  spelling,  would  thus  not 
be  forced  upon  the  child  at  its  very  earliest 
start  in  school-life.  By  the  common-sense, 
unvarying  use  of  letters,  we  should  mete  out 
only  the  measure  of  justice  to  the  very  young 
child,  that  we  accord  to  older  students  in  the 
use  of  arithmetical,  algebraic,  chemical,  and 
musical  signs,  all  of  which  are  certain  and 
unvarying  in  their  use  and  meaning.  A  true 
alphabet,  on  the  theory  here  suggested,  which 
provided  for  all  the  forty  sounds  of  English 
speech,  would  put  the  child  in  possession  of 
the  Key  to  the  correct  pronunciation  of  every 
word  in  the  language. 

Hlpbabctic  IRestoration. 

As  an  educational  necessity,  no  scheme, 
however  scientific,  no  alphabetic  reform,  tho 
professedly  complete,  is  worthy  of  considera- 
tion, that  does  not  lead  to  a  recognition  and 
speedy  use  of  the  existing  literature.  A  hun- 
dred years'  experimenting  have  been  needed 
to  bring  spelling  reformers  to  accept  this  self- 
evident  verity,  and  to  admit  that  the  world- 
wide-accepted, tho  imperfect  Roman  alpha- 
bet, contains  the  elements  of  its  own  evolu- 
tionary regeneration.     And  how  self-evident 


&M  \  B  nolisb  u&  m 


4  -     '-  Hi 

bas  tbc  mfcst#tt 

■  ■ $  \  m 


fez  r®»{ 

(yorst  OrtbOGrapb/e;1 


■ l  *    Pa 

ilfe7     m$ 

•jEufopcan  tonouc.^ 

ML       lIS 


are  the  steps  to  be  taken!  The  Roman  alpha- 
bet contains  signs  for  five  vowels,  and  in- 
stead of  giving  them  eighty-four  different  sig- 
nifications, as  we  do  at  present,  suppose  we 
use  these  vowel  signs  for  their  most  usual 
powers,  thus, 

a         e         i         o         u 
as  in     mat,  met     mit,    not,    nut. 

When  the  vowels  are  long,  let  them  be 
diacritically  marked,  thus, 

a         e        T         6         u 

cls  in     ale,      eel,    isle,    old    pure. 
For  the  three  long  vowels  heard  in  English 
speech,  but  for  which  no  signs  are  provided, 
let  them  be  represented  by  the  suggestive  di- 
graphs, thus, 

aa       au       oo 
asiiv     alms,    all,     ooze. 

The  u.  in  put,  pull,  etc.  ,  as  distinct  from 
the  u,  in  but,  mud,  is  marked  by  the  breve, 
thus,  put,  pull,  etc. 

When  digraphs  are  used  to  represent  sim- 
ple sounds,  they  are  introduced  thus, 

r~\  y—\  ^">> 

aa      au       oo 
They  should,  of  course,  be  pronounced  by 
the  teacher  as  simple  sounds,  and  must  nev- 
er reach  the  child's  ear  as  double-a,  double-o. 
The  four  diphthongal  glides  in  speech  are, 
I        oi       ow         u 
as  in      ice,      oil,     owl,      pure. 


Speech  anb  1Rumbcrs| 


^Xcttcra  anb  JFiaurcs/f 


Uf  the  worb  scissors  were  spcUcb  bp  the  let 
Iters  uscb  for  tbc  same  sounbs  in  other  worbs.I 
.  it  woulb  make  81,997,920  justifiable  wa^s  in  I 
which  the  woib  mipbt  be  spedeb. 


The  glides  i  and  u,  are,  for  theoretical  as 
well  as  practical  reasons,  best  represented  by 
single  letters.  The  diphthong  heard  in  eye, 
time,  my,  etc. ,  is  variously  pronounced  by 
different  branches  of  the  English-speaking 
race.  It  is  heard  as  a  glide,  from,  approxi- 
mately, the  vowel  positions,  indicated  by 

a-i  uh-i       e-i        au-i 

ask, it;  earth.it;  ell, it;  on,  it. 
"ACas  in"taim",  (time)  of  the  Standard  Dic- 
tionary, is  as  unsatisfactory  as  Sir  Isaac  Pit- 
man's''teim"(time)"mei"(my)  etc.  Till  unity 
of  pronunciation  is  attained,  the  representa- 
tion of  this  diphthong  by  a  single  letter,  will 
generally  be  deemed  most  satisfactory. 

The  coalescents  w  and  y,  will  retain  their 
initial  power. 

The  aspirate,  or  breathing,  h,  differs  from 
all  other  elements  of  speech,  in  that  it  has  no 
definite  sound  of  its  own,  but  is  heard  as  am 
audible  expiration,  through  the  position  of 
the  vowel  or  coalescent  it  precedes;  hence, 
the  aspirate  in  heel,  hall,  hoot,  wheel,  hew,  is 
as  unlike  as  are  the  sounds  e,au,  oo,  w,  y; 
the  aspirate,  tho  initial,  is  not  heard  till  after 
the  mouth  is  in  position  to  pronounce  the 
vowel  or  coalescent  that  follows  it. 

All  the  consonants  of  the  Roman  alphabet, 
except  k,  q.  and  x,  (which  are  duplicates  of 
other  letters,) are  used  to  represent  the  sounds 
for  which  they  are  most  frequently  used. 


m\ 


The  present  Vowel  signs,  unmarked,  will 
represent  their  brief  and  most  usual  powers; 

a  e  1  o  u 

as  in     mat,      met,     mit,      not.      nut. 
The  brief  u,  in  put,  took,  will  be  marked  u, 
thus,  put,  tuc,  pul,  buc,  etc. 
The  three  Simple,  Long  Vowels, -that  are 
now  without  letters,-as  heard  in  alms,  tall, 
ooze,  are  represented  by  digraphs,  thus, 
aa  au  oo 

^•^//paam,  faathur,     Saul,  faul,       room,     toom 
The  two  Diphthongal  Glides,  heard  in  boil, 
and  bound,  are  uniformly  represented  thus, 

01  ow 

as  in   toil,  boi,  roial;     cow,  town,  lowd. 
The  Coalescing  Vowels,  w,  and  y, 
as  in  well,  yell,  etc. 
will  retain  their  present,  usual  powers. 
The  Aspirate,  h,  will  uniformly  precede  its 
following  vowel,   thus,   he,  hel,  hwel,  hwil. 
The  Simple  Consonant  sounds,  heard  in 
chin,  thin,  thine,  rush,  rouge,  sing, 

will  continue  to  be  represented  by  digraphs, 

ch         th         th         sh  zh         ng 

thus  chin,    thin,    thin,     rush,    roozh,    sing. 

(vocal  k,)   as  in  gai 


J- 


,1 


jay;   g< 


gay- 


Other  Consonants  have  their  usual  powers. 


>««W4yJM^^«^^o<}afi»ivfiA9oa 


u(.«w»vwuwkv.iititf    ! 


**hS 


,4^*5^^ 


i^St.lloab  "WUcbster.  p 


Zbe  Sounbs  of  English  Speech, 

fn  orberl\>  sequence,  constitute 

<IME   E«(3X1SM  HXflMRHBEG. 


Simple  %ong  Dowels. 

e      a      aa      au      6      oo 
as  ui  eel  ale  alms    all    old  ooze 

Simple  JScicf  VDowels. 
i       e      a       o       u       u 

,as  in   it    ell     at     on    up    put 

IDipbtbonjgat  (Blfbes. 
i        oi        ow        u 
as  in  ice      oil      owl      use 

Coalescents 
w  as  in  way       y  asm  yea 

Aspirate, 
h  as  in  hay 

G©HS©1KtaiMI5. 

Eiplobents, 

Pr/s  /wpip  b  as  in  bib 

t     -      tight  d     «     died 

ch  "      church  j     »     judge 

c     '/      cake  g    „     gag 

Continuants. 
f  as  in  fife  v  r/.v  in  valve 

th    «     thigh  th     »     thy 

s      »     sops  z      ,>     zones 

sh  //      shall  zh    »     vision 

Uiquibs. 
1  as  in  lull  r  as  in  roar 

"fflasals. 
m  asin  maim       n  asm  nine       ngasfn  sing 


m 


Un  tbe  no-bistant  future,  tbe  Rlpbabetic  TRe- 
;  formers  wtllranh  among  tbe  worlb's  ebfefest  f/ 
^benefactors,  in  tbat  tbc^  bavc  bclpcb  in  remov>-f 
ing  one  great  binbrancc  to  general  ebucation.    |\ 

HI? 


No  one  can  successfully  teach  English.-and 
reading  is  but  speaking  from  a  book, -with- 
out some  knowlege  of  the  simple  phenomena 
by  which  expired  breath  becomes  intelligible 
speech.  Breathing  consists  of  inhaling  air, 
then  expiring  it,  from  the  lungs,  as  breath; 
but  the  terms  breath  and  breathing,  as  ap- 
plied to  speech,  refer  only  to  expired  breath- 

A  person  in  health  will  breathe  inaudibly, 
whether  breath  passes  through  the  mouth  or 
nose.  With  a  little  effort,  however,  breath 
can  be  made  audible,  as  when  we  breathe  on 
a  frosted  window,  when  the  passage  of  the 
air  through  the  mouth  is  heard  as  a  whisper. 
When  we  thus  breathe,  the  muscles  of  the 
mouth  are  relaxed;  the  open  passage  of  the 
mouth  assumes  no  definite  position;  but  if 
we  attempt  to  pronounce  a  simple  vowel,  say 
e,  immediately  the  mouth  does  assume  a  def- 
inite position;  the  muscles  of  the  tongue  be- 
coming somewhat  rigid.  It  will  thus  be  evi- 
dent that  the  quality  of  the  sound  produced, 
is  due  to  the  shape  of  the  aperture  through 
which  the  expired  breath  is  forced.  This  is 
still  more  evident  if  all  the  simple  long  vow- 
els are  distinctly  whispered,  say,  each  one 
three  times,  e,  a,  aa,  au,  6,  oo;  it  will  then  be 
clearly  perceived,  that  to  the  more  or  less  op- 
en cavity  of  the  mouth,  and  to  the  position  of 
the  tongue,  are  due  the  peculiar  quality  of 
the  resulting  sound.      Whispered  elements, 


spasms 

wj     Even  3a pan    |> 


«.r 


"?.-       Is  realising 


Jfuiures  arc  symbols  of  numerical  power*. 

Xettcrs  are  symbols  of  sounds: 
one  sboulb  be  as  unvarying  as  tbe  otber. 


,\  Scientific  alphabet.  L 


however,  constitute  but  one  phase  of  human 
speech;  its  chief  characteristic  is  its  vocaliza- 
tion. If  the  former  experiment  be  repeated, 
of  audibly  breathing  through  a  relaxed  posi- 
tion of  the  mouth,  and  now,  instead  of  sim- 
ply breathing,  suppose  a  slight  groan,  grunt, 
or,  with  closed  lips,  a  moan  is  made,  a  dis- 
tinct vocal  murmur  is  heard,  due  to  the  vi- 
bration of  the  vocal  cords,  as  the  breath  pass- 
es them  in  its  passage  from  the  lungs  to  the 
mouth.  It  is  the  vibration  of  these  delicate 
ligaments,  that  are  attached  to  the  edges  of 
the  glotis,  the  opening  at  the  top  of  the  wind- 
pipe, that  gives  speech  its  vocal  resonance; 
that  prolongs  a  spoken  sound,  till  it  becomes 
song;  that  enables  us  to  speak,   to  sing,  to 

shout,  to  groan,  scream  or  moan,  with  a  wide 
range  of  pitch,  softness,  or  violence. 

No  part  of  man's  physical  organism  pre- 
sents a  greater  marvel,  than  do  these  dimin- 
utive ligaments;  not  more  than  seven-eighths 
of  an  inch  in  length,  yet  giving  the  human 
voice  a  range  of  rarely  less  than  three  oc- 
taves, that  can  not  be  imitated,  in  pitch,  by 
any  human  ingenuity,  with  vibratory  strings, 
that  are  less  than  from  ten  to  forty  times  the 
length  of  the  human  cords;  that  can  not  be 
imitated  for  sweetness  and  purity  of  tone  by 
any  instrument  of  human  construction:  nor 
has  man  ever  made  an  instrument  of  such 
marvelous  carrying  power,  like  the  soprano 


%l 


^^O^O      '<> 


O  O    <>   o  o  <>   o. 


3t  is  time  that  tbc  hesitating,  time-wasting 

Iperpteiittcs  of  children  over  their  spcfltng  ant 

reabing  sboulb  cease:    IPbonetic  spelling  wi(( 

rsave  all  their  troubles  anb  tears. 


'^Vo'ic?1^^ 


O    O  <>   <>J>  <Q^ 
"■WW 


tones  of  a  good  singer,  that  will  soar  above 
the  din  of  a  great  orchestra  and  the  thunders 
of  the  peeling  organ.  While  the  vocal  cords 
are  the  prime  factors,  in  producing  speech 
and  song,  they  would  be  of  little  avail,  were 
they  not  reinforced  by  the  sounding  cham- 
bers of  the  mouth,  the  pharynx,  and  the  pass- 
ages of  the  nose. 

Clicks  and  clucks,-man's  speech  to  horses- 
which  form  a  material  portion  of  the  speech 
of  the  Hottentot,  are  due  to  inspired  air,  the 
sound  being  produced  by  the  sudden  with- 
drawal of  the  tip,  or  side  of  the  tongue,  from 
the  teeth  or  palate,  as  air  is  inspired.  Kisses 
are  clucks  of  the  lips.  The  speech  of  all  civ- 
ilized races  consists  of  expired  breath. 

It  will  be  clear  from  what  has  been  said, 
that  it  is  only  when  breath  vibrates  the  vocal 
cords,  as  it  passes  them,  that  breath  becomes 
Sound;  and  it  is  only  when  vocalized  breath 
passes  through,  and  is  manipulated  by  the 
mouth,  that  it  becomes  articulate  Speech 
Animals  have  Voice,  frequently  of  amazing 
power,  but  very  limited  range;  man  alone  is 
gifted  with  a  voice,  capable  of  musical  mod- 
ulation, and  the  most  precise  and  varied  ar- 
ticulation. 

If  vocalized  breath  is  allowed  to  pass  thru 
the  mouth  when  in  a  relaxed  position,  it  ap- 
peals to  the  ear  as  an  indefinite  sound,  a  sim- 
ple gutteral  murmur;  it  is  indeed  a  soft,  in- 


^^^^g^^i^^  £g  jgr  <fjg£ 


XEbe  use  of  a  Scientific  Hlpbabet  involves 
tbe  question'  of  "Education  or  no  education" 
for  tens  of  tbousanbs  of  Hmerican  v.outb. 


o 


*o%>  V%  '"V  W>  Wo  f<>  ,.!<►"  W .  <T 


cipient  grunt.  It  is  only  when  the  mouthr 
including  in  this  term  all  the  laryngal  mus- 
cles,-assumes  a  definite,  and  somewhat  rigid 
position,  that  it  can  produce  a  definite  vowel, 
as,  e,  all,  6b;  when,  however,  the  mouth  is 
in  a  relaxed  position,  the  vocal  sound  heard 
is  known  as  the  "neutral  vowel,"  the  "obscure 
vowel^and  sometimes  it  is  called  by  phone- 
ticians, the'Vocal  murmur."  The  symbol  for 
this  sound,  is,  u  Special  reference  is  called 
to  this  vocal,  because  its  constant  use  is  the 
bane  of  English  speech.  It  is  the  sound  we 
hear  in  the  French  word,  le;  it  is  the  initial 
sound  heard  in  the  words  earth,  early,  urn. 
It  is  the  vocal  heard  in  the  unaccented  syla. 
ble  of  such  words,  as,  again,  afraid'  mature';1 
which  are  pronounced  ugain'  ufraid,'  muture". 
When  our  dictionaries  mark  certain  vowels 
as  "obscure,"  it  is  this  sound  that  is  usually 
heard  in  the  pronunciation  of  the  word  in 
question.  The  misuse  of  this  vocal  murmur 
is  the  characteristic  feature  of  careless  and 
slovenly  speech.  The  teacher's  attention  sh'd 
be  especially  alert,  to  prevent  the  habitual, 
use  of  this  murmur,  in  place  of  the  definite 
and  proper  vowel,  in  some  of  the  most  fre- 
quently recurring  words  of  the  language.  It 
is  the  habit  of  careless  speakers  to  use  the 
obscure  vowel  in  all  the  following  words;  of, 
to,  as,  it,  is,  or,  and,  for,  but,  can,  shall,  etc. 
The  phrase,  "do  as  you  like""  becomes,  doouz 


t*y" 


mmt 


China's  civilisation 


I  bas  been  rctarbeb 


a  tbousanb  ^cawi 


for  the  tack  of  a 


Scientific  &(pbabet. 


^B^mmSBSSSi 


you  like; "this  or  that,"  is  heard  as  thisur  that; 
"this  will  do"  reaches  the  ear  as,  thisul  do; 
"I  can  wait','  becomes  leun  wait;  and  "do  it 
again!'  is  reduced  to  doout  ugain!  These  are 
examples  of  a  coloquial  vice,  which  proper 
training,  with  a  phonetic  alphabet,  can  alone 
rectify,  and  in  place  of  speech  that  is  an  of- 
fence to  the  cultivated  ear,  we  may,  in  the 
near  future,  hear  English  generally  spoken 
with  pleasing  intonation,  and  with  such  ac- 
curacy of  articulation  and  pronunciation  that 
it  will  be  a  charm  to  listen  to  it.  Careless 
speech, -which  is  the  habit  of  speaking  with 
the  least  possible  exertion  of  the  vocal  mus- 
cles-, is  an  offence  to  the  trained  ear,  as  the 
lounging,  lazy  habit  of  the  idler  is  to  the  civ- 
ilized eye.  It  is  easier  to  say  now-un  then, 
than  now-an  then;  but  there  is  no  question 
that  we  should  be  able,  distinctly  and  easily, 
to  say,  now  and  then.  It  is  easier  to  say  ob- 
jict  than  object,  subjict  than  subject;  but  no 
one  doubts  that  the  correct  word  can,  with 
a  little  practise,  be  made  the  accepted  habit. 
It  is  the  brief  vowels  of  our  language  that 
are  subjected  to  most  frequent  perversions, 
for  these  are  the  very  sounds  that  demand 
a  discriminating  ear,  and  flexible  vocal  mus- 
cles, to  avoid  doing  them  injustice.  The  long 
open  vowels  and  diphthongs,  as  a  rule,  take 
care  of  themselves.  Careless  speakers  use 
the  obscure  vowel  in  the  unaccented  sylable 


-IP 


.^x 


■V^.. 


I& 


S* 


?r^§g 


LX1 


1 


liS 


^^? 


P2 


H  perfect  Hlpbabct,  that  woulb  make  reaMugi 
j  aub  spelling  eas?  acquirements,  woulb  a(b  in-; 
teffcctual  anb  moral  progress,  tnore  than  an? ! 
I  otber  reform  that  coulb  be  nameb. 


of  all  words  like  those  in  the  following  table; 
careful  speakers  avoid  using  it  in  any  case, 
and  will  make  a  scrupulous  distinction  be- 
tween the  different  vowels  of  the  respective 
groups. 


1 

e 

a 

0 

victim 

vowel 

vocal 

victor 

council 

counsel 

social 

senator 

pencil 

novel 

petal 

actor 

peril 

vessel 

mental 

mentor 

margin 

silence 

fragrant 

anchor 

The  above  are  examples  of  a  class  of  words 
terminating  with  an  "open  sylable,"  that  is,  a 
sylable  having  a  medial  or  a  final  vowel.  An- 
other class  of  words  terminate  with  a  "closed 
sylable,"  where  a  final  1,  or  m,  in  the  final  un- 
accented sylable,  is  pronounced  with  its  full 
power,  without  any  preceding  vowel;  thus, 
allowing  the  single  articulation  to  form  the 
whole  of  the  "closed  sylable." 

sample  sounded  samp'l    rhythm  muidedritbJm 
rattle         ,,      rat'l        chasm       .,    caz'm 
stubble      /;      stub'l      schism      »     siz'm 
A  single  sound,  or  a  combination  of  sounds, 
if  pronounced  with  a  single  vocal  impulse, 
constitute  a  sylable.      Some  orthoepists   in- 
clude in  the  above  class  of  words,  those  ter- 
minating with  n,  as  stolen,  lighten,  strength- 
en, which  the  Century,  Standard,  and  Inter- 
national Dictionaries  give  stol'n,  light'n,  op'n 


tAAi 


is 


§sd# 


acr 


.-', 


Scissors  is  one  wav  of  spcUttny'Sisurs"  One] 

|other  wa\>  Is  psos^rrbss,  which  is  justif  icb  b\>f 

fps,  in  psalm;  o,  tn  women;  35,(11  bii53i  £rrb,  fij. 

XBtace  are  81.977.919  othei 


strength'n.  A  precise,  phonetic  representation 
of  these  words,-  a  spelling  that  would  repre- 
sent deliberate  utterance, -would  seem  to  re- 
quire the  retention  of  the  preceding  vowel,  e. 
otherwise  there  would  be  no  difference  in  the 
spelling  of  the  words  light-ning  and  light-en- 
ing,  and  strength-en-ing  would  be  reduced  to 
strength-ning. 

The  proper  enunciation  of  the  brief  vowels 
is  as  important  to  the  singer  as  to  the  speak- 
er. A  prevailing  fault,  even  among  singers 
who  have  received  special  vocal  training,  is 
that  they  rarely  pronounce  the  brief  vowels 
with  any  degree  of  accuracy;  but  substitute 
for  each  and  all,  the  vocal  murmur,  u.  The 
long  vowels,  in  English  words,  can  be  sung 
as  clearly  and  sweetly,  as  when  they  occur 
in  Italian  words,  but  the  more  frequently  oc- 
curring brief  vowels  in  English,  present  a 
difficulty  which  care  and  training  will  alone 
overcome.  That  the  vocal  murmur  is  com- 
monly used  in  speech  and  song,  in  place  of 
the  proper  vowel,  will  be  questioned  only  by 
those  who  confound  u,  with  u,  as  in  but,  up, 
son,  etc.  or  with  ur  in  put,  look,  etc.  Each  of 
the  vowels  in  these  words  requires  a  definite 
and  somewhat  rigid  position  of  the  mouth, 
for  its  utterance;  but  u,-it  may  be  well  to  re- 
peat, -is  the  symbol  of  the  neutral  vocal,  the 
sound  that  is  produced  when  the  muscles  of 
the  mouth  are  in  a  relaxed  and  lazy  attitude; 


■hu^a.  i 


^^j^^^g^jg^-* 


jkr 


•^ 


"£be  English  language  baa  a  great  future, 
but  tbere  must  be  harmony  between  tbe  Spo-fl 
ken  ano  tbe  Tldritten  woib.^Cbarles  Sumner.  11 


<*•■ 


^'ffl^,lga^^^^?^^rM^^< 


m 


when,  therefore,  any  definite  sound  could  not 
possibly  be  produced. 

Cbe  Consonants  of  English  Speech. 

The  articulations  of  English  speech,  called 
Consonants,  are  explosions  or  emissions  of 
breath  or  voice,  due  to  actual  contact  of  the 
vocal  organs;  or  to  modified,  mouth  obstruc- 
tion. Unlike  the  vowels,  which  are  unob- 
structed, resonant,  song-like  Sounds,  the  ar- 
ticulations might  be  called  noises,  seeing  that 
p,  is  but  a  puff;  s,  a  hiss;  z,  a  buzz;  f,  one  of 
many  fricatives;  r,  a  trill;  and  m,  and  n,  but 
nasal  murmurs,  or  moans.  The  symbol  p, 
represents  a  Poistion  of  the  lips,  rather  than 
a  Sound,  for  it  has  no  existence  till  the  lips 
are  separated  to  allow  of  the  utterance  of  the 
vowel  that  follows  it,  as  in  pay,  paw,  etc.  If 
the  word  rope,  be  deliberately  pronounced, 
and  the  lips  allowed  to  remain  closed  for  an 
instant,  there  is  silence  instead  of  sound,  and 
it  is  only  when  the  lips  are  separated  with  a 
puff,  that  the  articulation  p,  is  heard.  If  the 
word  rope,  be  again  pronounced,  and  while 
the  lips  are  closed,  if  an  effort  be  made  to  vo- 
calize the  final  puff,  p,  the  word  robe  will  be 
the  result.  This  experiment  illustrates  the 
fact  that  b,  is  but  a  vocalized  p;  as  p,  is  but 
a  whispered  b.  In  like  manner  a  hiss,  sym- 
bolized by  s,  is  an  Amission  of  breath,  which 
being  obstructed  by  the  tongue,  against  the 


jfroin  Bcnn  pitman,  (Erecting. 


HIS  PLEA  will  probably  reach  some  who 
have  never  seriously  considered  how 
great  a  hindrance  to  general  education 
and  advancing  civilization  is  the  imper- 
fect Alphabet  yet  used  for  the  representa- 
tion of  the  English  language.  The  practi- 
cal Franklin  said  "  English  is  the  gate- 
way to  all  knowledge."  Why  then  should 
we  make  it  difficult  for  all,  and  impossible 
for  some  to  enter  this  gateway  ?  We  un- 
questionably do  this  by  trj-ing  to  make 
twenty-three  letters  represent  the  fort}' 
sounds  of  English  speech.  (K,  q,  and  x, 
are  but  duplicates  of  other  letters.)  The 
attempt  to  do  so  results  in  a  lawless  or- 
thography, which  gives  615  different  ways  of  spelling  our  forty 
sounds,  while  the  twenty-six  letters  of  the  alphabet  are  used  with  not 
less  than  642  different  significations.  Can  we  longer  treat  with  uncon- 
cern the  dictum  of  practical  educators,  who  say  that  our  anomalous 
orthography  wastes  two  years  of  every  child's  educational  life,  in  its 
attempt  to  master  the  arts  of  reading  and  spelling?  The  economic  side 
of  this  orthographic  enigma  is  not  to  be  overlooked  by  a  practical  people. 
If  it  costs  two  dollars  a  week  to  feed  and  clothe  the  average  American 
child,  and  if  two  years  are  wasted  by  each  of  the  nineteen  million  chil- 
dren who  attend  school,  it  means  that  this  nation  loses  more  than  five 
million  dollars  a  day  by  the  use  of  its  antiquated  alphabet  and  gro- 
tesque spelling. 

From  the  beginning  of  recorded  history  the  representation  of 
thought,  by  picturing  spoken  words,  has  been  regarded  as  a  necessary 
factor  of  civilization ;  but  the  problem  has  presented  a  duplex  difficul- 
ty; first  to  find  what  are  the  elementary  Sounds  of  speech,  then  to  find 
appropriate  Signs  for  their  representation.  After  six  thousand  years 
of  experimenting,  we  have,  to-da\',  a  satisfactory,  if  not  a  complete, 
representation  of  language,  adapted  to  modern  civilization  ;  first  a  brief, 
phonographic  S}^stem  of  shorthand,  secondly,  a  script,  or  phonetic 
longhand,  third,  a  phonotypic  scheme  of  printing.  It  is  with  the  latter, 
the  most  important,  we  are  here  concerned.  Thanks  to  the  efforts  and 
investigations  of  the  past  half  century,  we  know  enough  of  what  are 
the  elements  of  speech  to  correctly  picture  them  to  the  eye.  As  to  the 
Signs  for  typic  representation,  there  is  no  question  that  the  Roman  Let- 
ters are  the  clearest  and  most  symmetrical  forms  ever  used  by  any  peo- 
ple to  represent  the  sounds  of  language.  Numberless  and  costlv  experi- 
ments have  shown  that  we  can  not  add  a   single  letter  to  the  Roman 


alphabet  without  admitting  signs  that  spot  the  page  by  their  ugliness. 
Fortunately  we  do  not  need  to  do  this.  By  the  simple  expedient  of  dis- 
pensing with  the  dot  on  the  t  and  j,  and  using  this  sign  for  the 
"macron"  mark,  to  indicate  the  long  vowels,  this,  together  with  the 
use  of  a  few  well-understood  digraphs,  such  as  ch,  th,  sh,  etc.,  and 
using  the  remaining  letters  with  their  most  usual  powers,  we  make  a 
rational,  easily  acquired,  and  strictly  phonetic  alphabet,  which,  when 
once  learned,  is  an  unfailing  key  to  the  correct  reading  and  spelling  ot 
every  word  in  the  language.  It  makes  an  alphabet  that  is  a  delight  to 
the  child,  a  boon  to  the  foreigner,  while  to  the  philosopher  and  the 
phonetician,  it  seems  to  be  the  solution  of  a  problem  that  has  taxed 
the  ingenuity  of  some  of  the  wisest  men  for  scores  of  centuries. 

An  essential  feature  of  any  scheme  of  typic  representation  that 
is  to  stand  a  chance  of  general  acceptance  is,  that  it  shall  be  a  safe  and 
easy  stepping-stone  to  an  acquaintance  with  the  existing  literature. 
The  improvement  offered  in  our  Plea  certainly  answers  to  this  test  more 
completely  than  any  scheme  ever  before  presented,  as  it  shows  words 
almost  exactly  like  those  on  the  Romanic  page,  save  that  they  are 
shorn  of  all  useless  and  misleading  letters,  while  those  that  meet  the 
eye  have  an  unvarying  meaning. 

I  do  not  wish  my  Plea  to  go  forth  on  its  mission  without  its  being 
known  that  it  was  never  intended  as  a  book  to  sell.  It  was  prepared 
as  a  message  to  my  phonetic,  artistic,  and  social  friends,  and  for  Mr. 
Carnegie's  special  consideration,  in  the  hope  that  he  would  regard  it 
as  containing  instruction  and  argument  that  must  precede  a  general 
acceptance  of  Alphabetic  Reform.  Of  course  I  should  be  only  too  will- 
ing to  donate  the  plates  of  the  booklet  and  relinquish  all  rights  in 
them.  There  were  matters  connected  with  speech  and  its  representa- 
tion that  seemed  to  me  had  never  been  presented  as  fairly  and  plainlv 
as  they  might  be,  and  I  thought  that  the  abounding  reasons  for  a  more 
consistent  representation  of  our  language,  if  placed  before  our  friends 
would,  more  than  ever,  induce  them  to  help  by  their  pen  and  means 
to  tree  the  children  of  the  English-speaking  race  from  the  time-and- 
tem per- wasting  tyranny  of  our  conventional  spelling.  To  this  end  I 
bought  type,  and  learned  the  trick  of  setting  and  distributing  it.  I  made 
the  illustrations,  (which  have  a  meaning  apart  from  their  decorative 
effect    land  did  the  printing — eight  lines  at  one  time — by  means  of  a 


The  decorative  features  of  this  Plea  illustrate  our  theory  that  the  Stem 
and  the  Leaf  form  the  basis  of  all  true  Decoration,  that  is  not  literal,  his- 
toric, or  symbolic.  The  Leaf  in  its  further  development  becomes  bract, 
tendril,  hud,  blossom,  berry  and  fruit,  all  of  which  are  included  in  deco- 
rative designs.  Another  theory  we  taught  during  our  twenty  years'  instruc- 
tion at  the  Cincinnati  Art  Academy  was  that  the  Fine  Arts,  hitherto  im- 
perfectly classified,  consisted  b f  Language,  the  fine  formation  of  thought  in 
words;  Oratory,  the  tine  vocal  delivery  of  words;  Music,  or  tone  expression 
of  emotion;  Musical  Rendition,  by  voice  or  instrument;  Sculpture,  realiza- 
tion  of  thought  or  incident  in  form  ;   Painting,  delineation    on    surface; 

struction  ;  Decoration;  Fine  human  Conduct.  For  these  and  other 
Art  teachings  John  Ruskin  wrote  "I  am  grateful  to  you.-'     15.  P. 


planer  and  a  paper  folder,  at  my  own  home.  The  page  thus  prepared 
was  photographed  to  half  its  size  and  etched  on  a  zinc  plate  by  the 
photo-engravers.  It  was  necessar}'  that  I  should  do  my  own  type-set- 
ting that  I  might  diacritically  mark  the  vowels,  to  give  them  their  def- 
inite meaning.  The  text  of  the  Plea,  and  especially  the  scrolled  head- 
ings, to  each  page  will  furnish  arguments  for  alphabetic  reform,  of 
which  I  trust  my  friends  will  avail  themselves  in  preparing  short 
articles  for  the  press.  If  they  desire  an  extra  copy  of  the  Plea  for  loan- 
ing, or  for  presentation  to  some  teacher,  it  will  be  but  fair  if  they  send 
an  equivalent  of  their  labor  for  mine,  in  the  shape  of  twenty-five  cents 
worth  of  coin  or  stamps. 

There  is  a  decided  awakening,  especially  on  the  part  of  teachers,  in 
favor  of  alphabetic  reform,  but  we  need  not  look  for  books  to  be  pre- 
pared till  a  demand  for  them  is  created.  That  is  the  work  of  to-day. 
It  may  be  a  hundred  years  before  the  London  Times  and  the  New  York 
Herald  will  favor  a  rational  spelling.  That  need  not  concern  us;  but 
with  earnest  and  intelligent  propagandism  we  may  greatly  shorten 
the  time.  The  work  of  to-day  is  the  dissemination  of  correct  ideas  of 
language  representation,  and  in  that  work  every  earnest  phonetician 
should  assist  by  his  voice,  his  pen  and  his  [example;  to  wit :  let  him 
write 

program  prolog  tho  thorofare 

catalog  demagog  altho  thru 

decalog  pedagog  thoro  thruout 

He  will  find  himself  in  goodly  company,  in  doing  this,  for  a  host 
of  leading  scholars,  presidents  of  universities,  learned  scientists, 
professors,  and  celebrities  of  literary  standing  have  pledged  themselves 
to  drive  home  this  narrow  wedge  of  consistency.  If  you  consent  to 
help  in  this  measure  of  phonetic  reform,  pray  write  to  Dr.  Charles  P. 
G.  Scott,  Yonkers,  N.  Y.  (one  of  the  editors  of  the  Century  Diction- 
ary), and  he  will  gladly  send  you  explanatory  papers  that  may  make 
you  willing  and  anxious  to  "  sign  the  pledge."  Then  strengthen  your 
convictions  of  what  ought  to  be  done  by  mastering  the  phonetic  long- 
hand alphabet,  and  while  your  use  of  it  may,  at  first,  somewhat  puzzle 
your  friends,  the  telling  of  the  truth — on  paper — will  be  to  phonog- 
raphers  and  non-phonographers  a  new  delight  and  an  abiding  satis- 
faction. 

Phoneticians,  as  a  rule,  are  so  firmty  grounded  in  the  belief  as  to 
the  sufficiency  and  completeness  of  an  English  alphabet  of  just  forty 
sounds,  that  we  feel  a  reluctance  in  intimating  that  two  additional 
ones  are  fairly  entitled  to  recognition  in  a  professedly  complete  Eng- 
lish alphabet.  The  first  is  the  so-called  neutral  vowel,  heard  in  the 
French  article  le,  and  in  the  English  words  (i)  earth,  firm,  serve,  birth, 
(2)  further,  purchase,  burn,  surmount.  American  phoneticians  write  all 
these  words  with  the  same  vowel,  namely  the  u  in  but.  English  pho- 
neticians write  the  first  words  with  the  e  in  met,  and  the  latter  with 
the  //  in  but.  Both  practises  are  unsatisfactory,  for  neither  is  right. 
The  letter  needed  to  correctly  express  these  words  represents  the 
neutral  vocal,  full}-  explained   in   our  Plea.      Americans  and  English 


pronount  e  these  words  alike.  The  Scotch,  only,  give  the  e  (met)  sound 
in  such  words  as  earth,  earn,  etc..  If  the  neutral  vowel  were  recog- 
nized  it  would  unify  the  representations  of  this  class  of  words. 

The  second  sound  which  seems  to  demand  recognition  in  a  com- 
pute alphabet,  is  a  medial  a,  as  heard  in  half,  cart,  far%  shaft,  etc.  The 
sound  that  good  usage  favors  in  these  words  is  longer  and  more  open 
than  the  vowel  in  hat,  sat,  etc.,  and  briefer,  and  less  open,  than  the 
vowel  in  alms,  father.  English  phoneticians  write  these  words  with  the 
brief/*;  Americans,  as  a  rule,  write  them  with  the  long  vowel.  The 
medial  vowel  seems  to  be  needed  for  their  correct  expression. 

These,  perhaps,  are  matters  to  be  thought  about,  rather  than 
discussed  at  the  present  time,  but  we  should  be  much  pleased  to  re- 
ceive the  views  of  our  friends  as  to  whether  we  have  or  have  not,  with 
respect  to  the  best  use  of  the  dot,  solved, — as  some  practical  printers 
have  said, —  the  last  phonot)'pic  difficulty  in  a  rational  representation 
of  the  English  language.  Farewell. 

Sept.  15,  1905. 

We  lately  delivered  a  lecture  in  the  Amphitheater  at  Chautauqua, 
X.  V.,  on  Alphabetic  Reform.  The  day  after  the  following  resolution 
was  unanimously  passed  : 

WHEREAS,  The  English  language  is  at  present  written  with  an  alphabet 
that  does  not  provide  for  a  full  and  correct  representation  of  the  sounds  of 
speech,  and  consequently  the  spelling  of  words  presents  perplexing  and 
time-wasting  difficulties  which  every  child  encounters  in  its  first  educational 
efforts;  and 

WHEREAS,  The  forms  of  letters  in  general  use  are  wholly  satisfactorv ; 
and 

WHEREAS,  A  strictly  phonetic  and  rational  scheme  of  representing 
speech  is  possible,  by  an  improved  marking  of  the  vowels,  wherein  a  simple 
dot,  removed  from  the  letters  i  and  j,  is  employed  for  diacritically  marking 
the  long  vowels  of  the  language,  that  being  the  only  variation  from  the 
conventional  printing  now  in  use;  and 

WHEREAS,  By  consequence  an  acquaintance  with  the  new  and  correct 
method  leads  to  the  easy  reading  of  the  ordinary  printed  literature,  therefore 

Resolved,  That  we  heartily  recommend  the  trial  of  this  phonetic  scheme 
in  elementary  books  for  the  young. 


01 


I  ■ 


! 


» 


& 


■-A 


/ff-         -p" 


^.        iy 


»    * 


Che  foremost  art  of  life,- the  feast  thought 
Urt,  least  apprecfateb  or  stubfeb,  anb  the  most 
ibuseb-,is  Hrticulate  Speech.    H  IRefonn  ir 
fspeeeb  is  a  crying  neeb  (n  our  Qbublic  Schools.^ 


o  £>  1> 


lower  gum  and  teeth,  results  in  a  hiss;  bul.if 
the  breath,  thus  obstructed,  be  vocalized,  it 
becomes  a  buzz,  whose  symbol  is  z.  Thus 
the  Explodents  p,  t.  ch,  c,  gutteral,  are  the 
whispered  or  breath  sounds  of  b,  d,  j,  g;  as 
these  sounds  are  the  Vocalized  utterances  of 
the  former  Whispered  sounds.  A  group  of 
articulations,  differing  from  the  explodents, 
in  that  their  sounds  may  be  continued  as 
long  as  the  breath  lasts,  and  hence  are  called 
Continuants,  are  f,  th,  s,  sh.  These  signs 
represent  the  whispered  utterances  of  v,  th, 
(asinthy,)  z,  zh.  The  16  articulations  thus  far 
named,  are  the  only  ones  that  occur  in  En- 
glish speech  as  pairs:  the  remaining  conso- 
nants, 1,  r,  m,  n,  ng,  are  all  vocals. 

If  the  proposed  Alphabetic  Reform  had  no 
other  educational  value,  than  to  direct  atten- 
tion to  the  elementary  sounds  of  our  native 
tongue,  with  a  view  to  their  study  and  prac- 
tise, as  they  are  employed  in  words,  so  as  to 
attain  ease  and  accuracy  in  their  use,  it  cer- 
tainly would  be  a  matter  of  special  interest 
to  every  advocate  of  intellectual  progress.  It 
is  a  fact,  to  be  noted  with  regret,  that  Speech 
is  the  one  study  most  generally  neglected.  It 
is  supposed  to  come  "by  nature,"  but  it  does 
not.  Speech,  to  be  correct,  easy,  and  agreea- 
ble, comes- as  does  good  singing- only  with 
study  aud  patient  drill.  It  would  be  well  if 
people  recognized  the  fact,  that  correct  and 


V|  TEbe  awakening  of  Rsfa  is  a  momentous  fact.  # 

If  Commerce,  anb  the  English  language,  will  bejf 

ftbe  great  factors  of  progress;  bence  tbe  neces|| 

If  sit?  for  its  logical  visual  IRepresentation. 


mmw 


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»CXI 


m 


m 


<*r?j 


OS 


&£ 


pleasant  speech,  and  still  more,  an  effective 
utterance  of  words,  is  to  be  regarded  as  an 
art,  like  singing;  and  all  know  that  skill  in 
singing,  comes  only  from  long-continued,  in- 
telligent practise.     The  vocal  organ  is  a  di- 
vinely-constructed, mechanical  instrument, 
and  a  knowledge  of  its  capacity,  and  the  effi- 
cient management  of  its  resources,  are  only 
attained  on  the  conditions  that  attend  the 
mastery  of  any  human  instrument.     Articu- 
late speech  has  hitherto  been  regarded,  main- 
ly as  a  means  of  communication  with  our 
fellow  creatures,  and  the  prevalence  of  high- 
pitch,  monotonous,  nasal  and  qneruious  tones 
among  women,  and  metalic,  un-modulated. 
and  un-musical  tones  among  men;  adding  to 
this,  the  careless  and   slovenly  articulation 
usually  heard  from  both  sexes,  have  led  to 
the  general  belief,  that  the  prevailing  speech 
was  the  utterance  ol  normal  English,  where- 
as those  who  have  made  a  study  of  phonetic 
drill,  know  that  it  should  be  regarded  as  an 
ear-torturing  perversion  of  our  noble  tongue, 
for  which  our  Public  Schools  should  be  held 
responsible.     The  infinite  possibilities  of  the 
vocal  art,  as  an  esthetic  delight,  giving  plea- 
sure to  ourselves  as  well  as  to  others,  seem 
to  have  been  unthought  of! 

Speech,  as  a  fine  art,  must  satisfy  the  emo- 
tional as  well  as  the  intellectual  feelings  of  a 
cultured  hearer.    To  be  instructive  as  well  as 


y/itu  to  n<;  hand i 
■fu'lin'ohvii  aC  gen- 
Tally  and  lament- 
iliij  neqiedecLou  the 
nUlitij  tc  v/uak&t- 
cj/oih  mth  q  I  o refill  j 
eteoe  aaid amvuwu, 
a  iid  nc  aco/jjifiliJi 
itu wit  ynenedj&cieLW 


i 


Zbe  rarest  quality  among  all  classes  of  spea^l 
■ers,  is  the  clear,  intelligible  oeli?er\>  of  worbs,— f 
jtbat  wbicn  ought  to  bs  characteristic  of  ever\>  | 
ebjioite^jjej^oji^JP^ 

ill 


pleasing,  it  must,  in  no  way,  give  offense.    It 
must  satisfy  the  Emotional  feelings,  by  hav- 
ing respect  for  each  of  the  following  essentials 
It  must  have  a 

Satisfactory  quality  of  Tone, 
The  right  Pitch, 

A  pleasing  Modulation, 

The  correct  Time, 

The  appropriate  Force. 

To  satisfy  the  intellectual  feeling,  speech 
must  have 

Precise  and  clear  Articulation, 

Traditionally-correct       Pronunciation. 

That  which  is  to  be  Sung,  must  also  be 
Said;  but  only  those  who  have  acquired  the 
ability  to  read  English  correctly,  will  be  able 
to  effectively  sing  it.  The  whispered  conso- 
nants present  a  special  difficulty  to  the  sing- 
er. They  can  not  possibly  be  Sung,  for  you 
can  not  give  sonority  to  a  whisper:  we  can 
sing  only  Sounds.  The  terminal  whispers  in 
such  words,  as  life,  hope,  etc.,  or  still  more 
puzzling,  words  terminating  with  double  and 
treble  whispers,  like  lifts,  shafts,  etc.,  these 
words  contain  breath  articulations,  that  can 
only  be  articulated,  and  speaker  and  singer 
alike,  will  overcome  the  difficulty,  and  satis- 
fy listeners,  only  by  persistent  and  long  con- 
tinued practise. 


[•: 


i 


J.<S 


& 


flU 


"• 


■ 


* 


« 


letters 
anb  figures 

a  necessity 
of 

civilisation. 


A 


m  ■ 


■  y 


[  tbc  Gateway  to  everything? 
[franklin.  lit  certainly  is  the  only.  gateway  U 
:bucation;  yet  tfM8'bnly-way'is,atprcsent,be8et| 
unnecessary  time-wasting)  bifficultte*. 


The  audible  syllabification  of  words,  i.  e 
giving  a  distinct,  vocal  impulse  to  each  syll- 
able, is  essential  to  good  speaking  It  is  as 
important  to  be  observed  in  singing.  To  this 
end,  a  syllable  should,  wherever  possible,  be- 
gin with  a  consonant,  and  end  with  a  vowel; 
for  it  is  the  vowel  that  opens  the  mouth  and 
carries  the  sound:  etymology,  in  this  case,  is 
subordinated  to  distinctness.  We  therefore 
say  and  sing, 

bri-tur  not  brit-ur  gra-tur  not  grat-ur 
ma-cur  „  mac-ur  le-ping  //  iep-ing 
fle-ting     ,,    flet-ing     so-ro  /,    sor-o 

fo-16  //    fol-6  me-zhur  //   mezh-ur 

The  only  exception  to  this  rule,  is  in  sylla- 
bles ending  with  ng,  which  never  begins  an 
English  word  or  syllable,  thus,  we  can  only 
say  or  sing, 

long-ing     sing-ing     bring-ing 

When  there  are  two  consonants,  one  end- 
ing the  first,  and  another  begining  the  second 
syllable,  both  should,  of  course,  be  distinctly 
pronounced,  thus, 
con-cur      man-shon      par-ted      end-les 
ev-mng      stan-ding       nor-mal    mon-stur 
There  should,  of  course,  be  no  actual  rest 
or  pause  between  the  syllables,  in  the  utter- 
ance, of  this  class  of  words,  such  as  here    ap- 
peals to  the  eye,  when   they  are  syllabized 
by   typic  characters.     The  intent  is   to  point 


w-% 


% 


:-. 


**>&; 


Jbose  only,  wbo  bave  mabe  a  stubylrf  tbc  cT^ 
f  entente  of  speech,  anb  bave  bab  special  voice  I 
I  training,  know  bow  urgent  is  tbc  nccb  for  ma-f 

| JmiQvocaJJmiyuaoe^^ 


1 


%=# 


\ 


£r 


S?l 


¥ 


letters 
sboulb 
as  relial 

as 
iJFiijurci 


M 


k 


h*« 


\ 


m 


out  the  greater  audibility  of  terminating  a 
syllable  with  an  open-mouth  vowel,  rather 
than  with  a  more  or  less  closed-mouth  con- 
sonant, whispered  or  voiced. 

Among  the  essentials  of  a  modern  educa- 
tion, such  as  is  supposed  to  be  provided  for 
in  our  Public  School  scheme  of  instruction, 
we  might  reasonably  conclude  that  speaking 
and  reading  one's  native  language,  would  be 
accorded  a  first  place,  from  its  prime  impor- 
tance.   Humiliating,  then,  is  the  confession, 
that  our  children,  after  years   of  attendance 
at  the  Primary,  Intermediate,  and  the  High- 
Schools,   leave  them  without  even  knowing 
what  are  the  elementary  sounds  of  their  mo- 
ther tongue;  without  having  received  any  sys- 
tematic vocal  drill,  worthy  of  the  name,  and 
without  having  acquired  anything  approach- 
ing that  correct  and  pleasing  habit  of  speech 
which  is  supposed   to  be   the  distinguishing 
mark  of  the  educated.      The  habitual  speech 
of  our  young  people,  as  a  rule,  is  character- 
ized by  a  sing-song,  indistinct,  slovenly,  and 
a  more  or  less  inaccurate  utterance  of  words, 
that  one  might  expect  to  hear,  only  from  the 
illiterate.     A  reform  in  this  essential  of  edu- 
cation, must  begin  with  the  "recognition  and 
use  of  a  complete  alphabet,  and  a  rational 
spelling,  which  is  the  visible  picturing  of  the 
spoken  words,  and  to  which  the  vocal  organs 
will,  instinctively,  give  an  audible  utterance, 


■*&■' 


(li  s.  * 


;g^^g^^^.^S:^gS-.g'gg^j 


%  lEncjlisb ,-tbc  newest,  most  comprehensive  anbj? 
V  most  expressive  of  all  spohen  toiijjncs.-is  dab.f/ 
|fas  yet,  in  cbilbisb  motley.  Does  it  not  beservejj 
/fto  be  garbcb  in  true  Hlpbabctic  bignftv.? 


%>M 


* 


i% 


!  as  true  to  tbe 


^ 


as  tbe\>  are, 


vv 


wben  spoken, 


W4r)^f^- 


clear  to  tbe  Ear. 


S^? 


« 


without  even  the  suggestion  of  doubt  or  dif- 
ficulty. Thus  reading,  when  it  is  a  vocal  in- 
terpretation of  unvarying  and  reliable  signs, 
will  be  shorn  of  all  its  difficulties;  and  as  the 
signs  that  meet  the  eye  give  the  true  pronun- 
ciation, more  attention  will  be  given  to  artic- 
ulation, tone,  pitch,  inflection,  syllabification 
and  modulation, -all  essentials  to  good  read- 
ing and  speaking,  -which,  if  observed,  make 
vocal  utterance  an  art,  instructive  to  the  stu- 
dent and  a  pleasure  to  the  listener. 

The  teacher  who  does  not  insist  on  the  hab- 
it of  properly  syllabizing  words,  will  be  like- 
ly to  hear  from  his  pupils  such  vulgarisms 
as, 

reg-lur  for  reg-u-lar     lit-rul    forlit-ur-al 
in-trest    >,    in-tur-est     sep-rat     „  sep-ur-at 
sing  glur«   sing-gu-lar  dif-runs  •.  dif-ur-ens 
sal-ri        //  .  sal-ar-i         purs-nul  „  pur-sun  al 
vowlz      "    vow-elz       nash-nul  „  nash-on-al 
pur-tic-lur    for  par-tic-u-lar 

It  has  been  urged  that  a  strictly  accurate 
and  syllabized  utterance  of  words,  if  taught 
to  the  young,  might  give  them  an  affected 
and  pedantic  style  of  speech.  So  it  might,  if 
they  always  remained  half-taught  and  inex- 
pert; but  the  adult,  who  has  been  properly 
taught  and  trained,  will  speak  correctly  and 
without  a  tinge  of  affectation. 

By  way  of  comparison  with  the  prevailing 
untutored,  and  therefore  defective  speech,  it 


jggg^gJ89fegbgE^S^®3^jiB5 


Hfter  six  tbousano  \>ears  of  experiment  with5! 
| the  problem  of  Xanguage  representation,  we  at 
|  length  know  what  are   the  sounbs  of  speech  1 
'  anb  how  to  make  a  rational,  complete  Alphabet  1 


may  be  well  to  instance  a  case,  where  words 
"fitly  spoken','  was  a  charm  that  years  have 
not  effaced. 

It  must  have  been  thirty  years  ago.  T'was 
late  in  the  evening,  after  theater  hours;  I  had 
to  leave  some  copy  for  the  Cincinnati  Com- 
mercial. Entering  the  editor's  room,  I  found 
a  group  of  gentlemen  listening  to  the  talk  of 
one  of  their  number,  who.  perched  on  the  cor- 
ner of  the  office  table,  was  narrating  some 
professional  experiences  in  an  amusing  way. 
Mr.  Halstead  had  turned  round  from  his  desk 
and  was  leaning  back  in  his  chair,  enjoying 
the  talk.  I,  too,  became  an  interested  listen- 
er, not  so  much  for  what  was  said,  as  for  the 
unusual  way  in  which  the  speaker  said  it.  I 
was  puzzled  in  deciding  whether  the  speaker 
was  an  Englishman,  or  an  American,  for  he 
did  not  betray  the  peculiarities  of  either  na- 
tionality. His  talk  was  free  and  easy,  but 
in  tone,  pitch,  modulation,  accentuation  and 
pronunciation,  it  plainly  told  it  was  the  re- 
sult of  much  intelligent  training.  It  was  an 
instance  of  good  English,  without  the  least 
suggestion  of  affectation  or  pedantry.  Was 
he  a  great  traveller,  and  had  he  made  it  his 
hobby  to  avoid  the  vocal  peculiarities  of  ev- 
ery body  else?  After  a  quarter  of  an  hour's 
chat,  still  talking,  he  slid  from  the  table  and 
sauntered  into  the  street.  Directly  he  left,  I 
said  to  Mr.  Halstead,     Who  is  that  gentle- 


452 


[CboiUjb  tbc  tOUgb  COUgb  Jnj  the  effect  of 

no  biccougb  ploucjb  inc  tbrougb,  giving  eachpt\ 

(O'er  life's  oarh  loiujb  thtserenoughs 

g  course  fl'll  still  pursue.        a  uniform sound\ 


'<>70^-lj.^  '"<> 


Engl  isb  -  tbe 

noblest' tongue 

bas  tbe  worst 

ortbograpb^ 

of  an^ 

^mooern  speech. 


man?  "Why  don't  you  know  Joe  Jefferson?" 
was  the  reply.  I  knew  old  Rip  Van  Winkle, 
and  his  pathetic  strain  of  speech,  but  the  fin- 
ished, modern  talk  of  the  wide-awake  gen- 
tleman, in  ordinary  street  costume,  was  a 
surprise  and  a  delight. 

Admirable  and  effective  as  was  the  utter- 
ance of  Mr.  Jefferson,  I  felt  it  was  the  result 
of  artistic  rather  than  of  scientific  vocal  train- 
ing. The  instance  I  now  relate,  shows  what 
intelligent  training  will  do,  when  it  is  prac- 
tise, based  on  phonetic  science.  Prof.  Alex- 
ander Melville  Bell,  the  venerable  father  of 
Alex.  Graham  Bell,  of  Telephone  fame,  is  a 
practical  as  well  as  a  theoretic  phonetician. 
His  work  "The  Principles  of  Speech  and  Elo- 
cution',' published  in  1849,  was  the  first  reli- 
able treatise  on  English  elementary  sounds, 
that  recognized  a  definite  position  of  the  vo- 
cal organs,  as  a  basic  principle  in  determin- 
ing the  nature  and  quality  of  any  given  ele- 
mentary sound.  For  more  than  half  a  centu- 
ry Prof.  Bell  has  been  a  recognized  authority 
on  phonetic  analysis  and  correct  vocal  usage. 
His  auditory  development  is  in  advance  of 
the  age.  His  speech  is  perfection;  his  theo- 
ries are  the  despair  of  ordinary  phoneticians. 
The  fine  way  in  which  Prof.  Bell  illustrates 
his  vocal  theories,  is  shown  in  the  following 
extract,  taken  from  my  work  on  the  Life  and 
Labors  of  Sir  Isaac  Pitman." 


©nl?  when  children  arclauijbt  that  et>en>  let- 
It  ter  used  in  a  printed  word,  stands  for  a  sound, 
I  to  be  pronounced,  can  \vc  crpect  to  bear  tbcm 
If  utter  worcs  witb  any_degrec  of  correctness^ 


■/l//:/, 


"I  retain  a  vivid  remembrance  of  meeting 
Mr.  Alex.  Melville  Bell,  before  leaving  Eng- 
land. I  was  much  struck  with  the  purity 
and  charm  of  his  speech.  It  was  a  revelation 
to  me.  His  utterance  seemed  to  combine  the 
easy,  graceful  intonation  of  the  talk  of  a  cul- 
tured actress,  with  the  strength  and  resonance 
that  should  characterize  the  speech  of  a  man, 
and  though  finely  modulated,  it  was  without 
a  suggestion  of  affectation,  either  as  to  mat- 
ter or  manner.  I  had  never  before,  and  I  do 
not  know  that  I  have  since,  heard  English 
spoken  with  the  ease  and  delicate  precision 
that  so  distinctly  marked  the  speech  of  Mr. 
Bell.  His  clean-cut  articulation,  his  flexibil- 
ity of  voice,  and  finely  modulated  utterance 
of  English,  was  an  exemplification  of  what 
efficient  and  long-continued  training  of  the 
vocal  organs  will  do  for  human  speech-and 
how  charming  the  result!" 

The  marvelous  expressiveness  of  spoken 
English,  and  its  power  to  arouse  the  deepest 
feelings  of  our  nature,  were  never,  in  my  ex- 
perience, more  fully  shown,  than  in  an  inci- 
dent attending  the  delivery  of  a  passage  from 
the  stately  lines  of  Shakespeare.  As  in  song, 
its  full  charm  is  heard  only  when  the  singer 
has  richness  of  voice  as  well  as  unquestioned 
skill;  and  as  Wagner  had  to  invent  new  and 
more  powerful  instruments,  to  give  express- 
ion to  his  new  harmonies,  so  impressive  or 


o  o 


IRo  art  of  civilisation  bas  presenteb  more"; 

difficulties  of  scientific  investigation,  anb  no* 

'art  bas  sbown  sucb  slow  bevelopment,  as  tbe< 

alphabetic  visualising  of  Speech. 


o^oT<>   <>^<> 


m<o-m<>wo 


solemn  thought,  demands  exceptional  vocal 
capacity,  to  do  it  full  justice;  for  the  emo- 
tions are  awakened  in  the  degree  to  which 
the  auditory  nerves  are  affected-all  other  re- 
quirements being  in  accord- by  the  full,  rich 
and  limpid  quality  of  tone  in  which  thought 
is  delivered.  Henry  Clay  must  have  possest 
a  voice  of  rare  quality;  "it  was  a  voice"  says 
Carl  Schurz,"to  the  cadences  of  which  it  was 
a  physical  delight  to  listen."  The  most  effect- 
ive vocal  utterances  I  ever  heard,  were  those 
of  the  Shakespearian  actor,  Barry  Sullivan. 
Mr.  Sullivan  possessed  a  commanding  per- 
sonage, a  graceful  bearing,  a  mimetic  organ- 
ization, and  a  voice  sufficiently  powerful,  but 
of  such  musical  modulation,  that  it  conveyed 
subtilities  and  depths  of  meaning  to  words, 
that  I  had  never  heard  from  a  speaker  before. 
He  was  enacting  the  part  of  Hamlet,  in  this 
city,  on  his  second  visit  to  this  country,  some 
thirty  years  ago.  The  scene  was  the  prepar- 
ation for  the  fencing-bout,  before  the  king  and 
queen,  and  that  ended  so  tragically.  Hamlet, 
though  conscious  of  his  skill,  is  yet  a  prey  to 
evil  forebodings.    He  confesses  to  Horatio; 

'Thou  wouldst  not  think  how  ill  all's  here, 
about  my  heart:  but  'tis  no  matter." 

Horatio,  in  his  loving  solicitude  for  Ham- 
let, would  have  the  fencing-bout  put  off,  but 
Hamlet  exclaims; 


fj 


!     ^I£^I 


"Not  a  whit;  we  defy  augury:  there  is  a  spe- 
cial providence  in  the  fall  of  a  sparrow.  l[ 
it  be  now,  'tis  not  to  come:  if  it  be  not  to 
come,  it  will  be  now:  if  it  be  not  now,  yet  it 
will  come:    cbc  IReabfnesft  is  afl '." 

This  passage,  which  was  uttered  amid  the 
breathless  stillness  of  a  crowded  house,  sent 
a  thrill  of  emotion  through  the  assembly,  and 
when  the  final  admonition  was  uttered,  an 
audible  sigh  was  the  response  from  the  vast 
audience:  and  no  wonder,  for  the  thought 
was  uttered  with  a  pathos  and  feeling  I  nev- 
er heard  equalled,  and  that  gave  a  deep  sol- 
emnity to  our  expressive  tongue. 

There  is  a  legend  of  the  elder  Keene,  the 
first  great  realistic  tragedian,  which  teachers 
of  English  relate  to  their  pupils,  to  stimulate 
them  to  persevering  practise  of  vocal  exercis- 
es, that  on  the  day  when  he  was  to  enact  the 
part  of  Othello,  he  spent  three  hours,  pacing 
his  room,  endeavoring  to  give  the  effect  of 
the  utmost  abject,  suffering  despair,  to  the 
words.  Fool,  fool,  fool!  which  Othello  utters, 
on  discovering  the  plot  by  which  he  has  been 
deceived  and  led  to  the  terrible  crime  of  kill- 
ing the  innocent  Desdemona. 

There  have  been  preachers,  like  Whitfield, 
Edward  Irving,  and  the  famed  Chrysostom, 
who,  without  special  training,  but  possesed 
of  exceptional  vocal  powers,  were  able  to  ar- 


rf6£<S»-^€< 


3  often  tbtnfc ,  that  w  ere  3  a  foreigner,  an$| 
|  bab  to  learn  English,  tbat  3  sboulb  go  mab;  sol 
||  total  is  tbc  absence  of  rulc.metbob,  anb system  1 
I  in  our  -spelling" Hon.  ICl.  IS,  (Blabstone. 


fijir-T .'  ->.^ 


mm 


ML 


ouse  the  deepest  emotions  of  great  masses  of 
people,  but  in  the  case  of  Whitfield,  it  is  said 
that  the  great  preacher,  in  his  youth,  spent 
much  time  in  dramatic  training,  in  the  hope 
of  becoming  an  actor.     This,  however,  does 
not  lessen  the  force  of  the  argument  here  in- 
sisted on,  namely,  that  excellence  in  speech 
comes  only  from  intelligent,  vocal  training, 
and  that  the  correct  and   pleasing  utterance 
of  our  native  tongue  was  too  important  an 
art  of  daily  life,  to  be  longer  neglected  in  our 
Public  Schools. 

Even  the  intelligent  may  be  reminded  that 
it  is  our  privilege  to  speak  an  exceptional 
language,  in  that  it  is  the  newest,  and,  ety- 
mologicaliy,  the  most  cosmopolitan  of  mod- 
ern tongues.  It  is  a  language  wholly  free 
from  the  harsh,  unmusical  vocals  and 'noises' 
characteristic  of  other  northern  tongues,  and 
while  it  is  so  comprehensive,  as  to  meet  the 
most  exacting  intellectual  requirements,  its 
vocal  range  makes  it  nobly  expressive,  and 
capable, -when  spoken  by  one  who  has  mas- 
tered it,-of  awakening  the  most  varied  emo- 
tions of  the  human  heart.  It  is  the  language 
of  the  most  progressive  race  on  earth;  it  has 
the  richest  and  most  varied  literature  of  any 
language,  living  or  dead;  and  its  vigor,wealth 
and  fitness,  are  destined  to  make  it,- in  the 
no  very-distant  future, -the  universal  tongue 
of  all  civilized  peoples. 


Jl 


kH&t 


,X 


Hmerfca  ts  ftftg  £cars  fn  aovancc  of  lEnglanM 
Jin  its  spelling.  E.  spells  cheque,  plough,  centre 
|H.  prefers  check,  plow,  center,  etc.E.  spells  ho 
jnour,  labour,  etc. H.  wisely  brops  the  useless  u 


^ 


k/ 


This  is  the  glorious  language  which  intell- 
igent common-sense  demands  should  be  re- 
lieved of  the  motley  garb  that  an  inefficient 
alphabet  provides,  to  be  furnished  with  an 
appropriate,  fitting,  and  reliable  scheme  of 
letters,  that  will  make  its  visual  representa- 
tion a  truthful  picture  of  the  admirable  head 
and  heart-expression  it  really  is. 

Historical  Httonpts  at  JPhonetic  IReform. 

One  of  the  most  interesting  and  valuable 
contributions  to  Language  literature  that  has 
appeared  since  Isaac  Disraeli  published  his 
"Curiosities  of  [general]  Literature",  a  century 
ago,  is  a  series  of  articles  that  have  been  giv- 
en in  the" British  and  Colonial  Printer''(Lon- 
don)  by  Mr.  R.  Burch.  These  articles  have 
given  a  detailed  and  singularly  impartial  ac- 
count of  the  manifold  attempts  which  have 
been  made  by  able  statesmen,  sapient  phil- 
osophers, learned  divines,  and  by  scientific 
and  unscientific  enthusiasts,  during  the  past 
three  centuries  and  a  half,  to  construct  such 
a  thought  and  speech-representation  of  En- 
glish, as  would  be  gladly  accepted  to  take  the 
place  of  the  present  lawless  orthography. 

These  reformers  were  men  of  exceptional 
ability,  who  being  convinced  that  our  ineffi- 
cient alphabet  and  contradictory  spellings  are 
grave  hindrances  to  mental  and  moral  pro- 
gress, labored  with  amazing  patience  to  de- 


Cbc  fact  tbafBunbrebs  oTtbousanbs^oTSten^ 

ograpbcrs  anb  TReportersnow  write  phonetically  | 

lis  strong  assurance  tbat  in  tbe  nert  generation  I 

millions  of  people  will  prefer  to  print  truthfully.  | 


vise  some  new,  true,  scientific  scheme.    They 
failed  to  recognize  that  language  and  its  al- 
phabetic representation,  are  factors  of  evolu- 
tionary growth;  as  much  so,  as  is  the  shape 
of  our  houses,  or  the  cut  of  our  dress.    They 
can  be  Improved;  they  can  not  be  radically 
Changed.     To  offer  new  and  hybrid  letters 
to  represent  familiar  sounds,  is  like  asking 
orientals  to  build  steep  roofs  to  their  houses, 
or  for  northerners  to  use  flat  ones.    It  needs 
but  little  intelligence  to  see  the  advantages 
that  would  result  from  making  letters  uni- 
form in  their  values,  so  that  any  word, when 
seen  for  the  first  time,  could  be  read  as  easi- 
ly as  any  new  combination  of  figures-    Such 
words  as  caoutchouc,  or  kieslguhr,  (one  of  the 
ingredients  in  dynamite,)  when  we  first  meet 
with  them,  make  us  pause,   because  every 
letter  employed  has  varied  powers;  whereas 
any  combination  of  figures,  say,  46,581,  cau- 
ses no  hesitation;  a  thousand  persons  seeing 
this  number  for  the  first  time,  would  read  it 
easily  and  read  it  alike.    There  is  no  reason 
why  letters  should  not  be  equally  reliable. 

fortunately,  the-  familiar  letters  of  the  alphabet  can 
be  uscb  with  fircb  values,  anb  cvcrv,  sounb  of  tbe  lan- 
guage can  be  rcpresentcb  bv.  these  familiar  anb  wholly 
satisfactory  letters. 

The  reader  will  be  wise  if  he  determines 
not  to  let  another  day  pass  without  acquiring 
the  ability  to  distinctly  repeat  the  elementary 


cy/iou<rht 
tie  fires  en  tat  ion. 

feixthousand years 

of  use-, 

c7kree  (pefiturie.s 

and  a  half 
of  Experiment. 
(Jke  Cnd  notijetj 


H  <3crman  phonetician  (Sutro)  who  bab  mas-j 
l|tcrcb  English  from  tbc  printcb  paoc,  sa\>s,  tbatf/ 
f  tbe  more  stubiousl\>  exact  be  tricb  to  be,  tbe  morefl 
[I  lubicrousty  absurb  became  bis  pronunciation. 


sounds-not  the  misleading  names-of  the  En- 
glish Alphabet,  as  given  on  a  preceding  page. 
The  difficulty  of  accurately  pronouncing  the 
brief  vowels,  and  of  making  the  whispered 
and  vocalized  distinction  between  the  pairs 
of  consonants,  will  disappear  after  a  few  tri- 
als, if  the  sounds  of  the  key-words  are  care- 
fully noted.  The  effort  will  develop  a  sensu- 
ous conviction  that  all  these  radical  elements 
of  the  language  should  be  represented  by  ap- 
propriate signs,  and  that  a  given  sign  should 
never  be  used  for  other  than  its  own  sound. 
Then  will  follow  the  conviction  that  such 
words  as  iz,  oy,  tho,  etc.  are  far  more  rea- 
sonable and  truthful,  than  is,  of,  though,  etc. 
and  very  soon,  the  silly  prejudice  of  the  eye, 
-heretofore  trained  by  a  false  custom, -will 
yield  to  reason,  and  the  accurate  picturing  of 
words,  will  prove  an  abiding  satisfaction  to 
both  eye  and  mind. 

An  intelligent,  phonetically- trained  com- 
munity, will  undoubtedly  lead  to  more  effi- 
cient language-training  in  the  Public  Schools, 
the  time-wasting  perplexities  of  the  Spelling 
Book  will  no  longer  plague  the  young,  better 
English  will  be  heard  in  our  homes  and  on 
the  streets,  and  gradually,  the  printing-press 
will  be  influenced  by  the  gentle  persuasions 
of  a  phonetically-educated  community,  and 
will,  in  time,  issue  its  mandates  with  not  a 
single  phonetic-lie  upon  the  printed  page. 


£bc  alphabetic  problem  has  always  presented- 1 

la  bupler  bttticult^,  1st.  lUbat  were  tbe  scninbsf 

fto  be  representee?  2nb.€ofinb  sums  as  unob-f 

jcctionablc  as  those  the 'Romanic  pacje  presents.! 


chc  Hlphabctic  problem  Solvcb. 
We  had  supposed  that  all  possible  modes 
of  Phonetic  representation  had  been  consid- 
ered, that  all  possible  forms,  available  for  typ- 
ic  use,  had  been  tested,  and  everything  done 
that  human  ingenuity  could  suggest,  to  make 
the  phonetic  representation  of  words,  if  not 
as  satisfactory  to  the  eye,  as  is  the  Romanic 
page,  yet  as  unobjectionable  as  was  possible 
with  an  extended  alphabet.  While  we  knew 
that  the  forms  of  the  letters  employed  were 
the  best,  we  were  conscious  that  the  readers 
eye  that  had  been  trained  by  the  perfect  sym- 
etry  of  the  Roman  letters,  would  be  offended 
with  the  spotted  appearance  of  the  Phonet- 
ic page,  due  to  the  frequent  recurrence  of  the 
"macron"  sign,  used  to  distinguish  the  long 
from  the  brief  vowels;  when,  suddenly,  it  oc- 
curred to  us,  that  by  dispensing  with  the  dot 
over  the  i  and  j,(a  useless  appendage,  when 
these  letters  are  used  phonetically,)  and  em- 
ploying this,  the  simplest  of  all  forms,  instead 
of  the  line  macron,  to  distinguish  the  long 
vowels,  the  only  objectionable  feature  of  the 
phonetic  page  would  be  removed.  A  page  of 
this  Plea  showed  by  actual  count,  that  while 
the  old  style  of  indicating  the  i  and  j,  gave  for- 
ty dots,  the  accurate  marking  of  the  phonetic 
values  of  all  the  long  vowels,  gave  but  fifty. 


Abou  Ben   Adhem. 


Wbou  Pen  c^dhem  (ma  hiz  trib  incres!)^^£*& 

lwoc  wun   nit  from  a  dep  drem  ov   pes??»##M5 

$fnd  sau  in    thi   moonlit  within  hiz   room,AM 

racing  it  rich  and   lie  a   hh  in   bloom, •*$<«£*& 

anjel   riting  in  a   buc  ov  gold:^^j*%^iSi^ 

■j^cseding  pes  had   mad   Ben  Adhem  bold:t£3Sfc8ai 

Hind  tu  thi  prezens  in  thi  room  he  sed^&blh&NNf 

r^Bwot  ritest  thou?"  Thi  vizhon  razd  its  hed,*fc, 

"And  with  a  luc  mad  ov  aul  swet  acord.&m&<&4?//& 

:Ansurd— "Thi   namz  ov  thoz  hoo  luv  thi  jLord&§ 

"And  iz  min  wun?"  sed  Abou;  "Na  not  so"-££'>e 

Kephd  thi  anjel.    Abou  spoc  mor  l6,-»y$4&3£&4&&% 

But  chenh  stil;  and  sed,  **!  pra  the  then, #&&&§* 

Rit  me  az  wun  that  luvz  hiz  felo  merfcfci&&l&& 

Thi  anjel  rot  and  vanisht.  ifhi    necst  nit^WPasW 

It  cam  agen  with  a  grat  wacening  lrt,«i»!8lB«'l8ii-. 

And  shod  thi  namz  hoom  luv  ov  God  had  blest, 

And  16!  Ben  Adhem'z  nam  led  aul  thi  rest./VD&SE) 


I  11/ 


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'ft 


Mow  tii  mac  Xtf  wurtb  living!. 
XEoIb  tn  Stentific,  or  troo-2Ufabetic  Spelmg. 


Boo  a3  u  wub  "be  bun  b't!  : 
TRool3  for  IRintentb  Scnturi  Xtf. 


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«^t  les,  mboo  mor. 

.(Tlotbles,  i^atb  mor. 
?$$urc  les,       TRest  mor. 

J }1R tb  les.  J3Jsj$auc mor. 

•JtKiun  les,  rflMa  mor. 

?tfauc  les.  ]?$isn  mor. 

]jprccb  Ics,  '^frractis  mor. 

jsburc  les,  jMetp  mor. 
faSneeney/My.ata  Convention  of  OffieialRepi  rtcrs) 

H  wurtbi  stti3en  ov  Bew  Hampshire,  lath  selt- 
brateb  tbi  wun  bunbreb  anb  fortb  anivursan  ov 
bi3  burtb.  flfteni  frcnb3  ascmblb  tii  congratutat  tfu 
wurtbi  granb-faatbur.  £bi  incwfctttv  irrturviuir, 
being  pre3ent,  asct  bim  til  tet  tbi  secret  ov  bis 
long  lit.  "3  bont  no,"  replib  tbi  saj,"ccscpt  it  be 
tbat  3  tac  tbmgs  as  tba  cum!" 


t'S  Jhe  new  "'in  aeron* sldn ,  a  dot,  m  a  Xres  the  )  b»  el  (on  <>'. 

%■_  c    1  — 7^> 


"liiTTT^rTTTT 


«.  0.  SAICi 

UWTgR 

DALLAS,  TTXa 


UNIVERSITY  of  CALIFORNIA 

AT 

LOS  ANGELES 

LIBRARY 


mCOMPL6T6^HPHAB6T 


#* 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 

This  book  is  DUE  on  the  last  date  stamped  below. 


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FOUR  WEEKS  FROM  DATE  Of  f^EC£JPI 
|¥9N-RENEWABfcE 

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